Discovering interprofessional competencies within a clinical pharmacology curriculum

Kelly Karpa, Eric Lehman, Khaled Iskandarani, Paul Haidet

Research output: Contribution to journalArticle

Abstract

Background: Medication-related problems are a serious concern for the healthcare system, and many could be prevented with effective communication and teamwork including patients as team members. Purpose: In an attempt to strengthen students’ medication management skills, we implemented a clinical pharmacology curriculum at one medical school's regional campus and had the opportunity to test the curriculum in two different contexts. Method: The course for third year medical students was taught twice: once interprofessionally with nurse practitioner, undergraduate medicine, and pharmacy learners, and once with medical students only. Differences between the two medical student cohorts were assessed both quantitatively and qualitatively. Discussion: The clinical pharmacology curriculum significantly increased students’ self-reported confidence with medication-related tasks compared to baseline for both cohorts of learners. Compared to the uniprofessional group, the interprofessional cohort of learners also gained a new appreciation for the roles and unique contributions other professions add to patient care. Conclusion: Adding clinical pharmacology concepts to the curriculum improved students’ comfort with performing medication-related tasks, and the addition of interprofessional partners led to a new awareness and respect for the roles of other professions.

Original languageEnglish (US)
Pages (from-to)17-24
Number of pages8
JournalJournal of Interprofessional Education and Practice
Volume12
DOIs
StatePublished - Sep 1 2018

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pharmacology
medication
medical student
curriculum
profession
student
self-confidence
teamwork
patient care
respect
nurse
medicine
communication
management
school
Group

All Science Journal Classification (ASJC) codes

  • Education

Cite this

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title = "Discovering interprofessional competencies within a clinical pharmacology curriculum",
abstract = "Background: Medication-related problems are a serious concern for the healthcare system, and many could be prevented with effective communication and teamwork including patients as team members. Purpose: In an attempt to strengthen students’ medication management skills, we implemented a clinical pharmacology curriculum at one medical school's regional campus and had the opportunity to test the curriculum in two different contexts. Method: The course for third year medical students was taught twice: once interprofessionally with nurse practitioner, undergraduate medicine, and pharmacy learners, and once with medical students only. Differences between the two medical student cohorts were assessed both quantitatively and qualitatively. Discussion: The clinical pharmacology curriculum significantly increased students’ self-reported confidence with medication-related tasks compared to baseline for both cohorts of learners. Compared to the uniprofessional group, the interprofessional cohort of learners also gained a new appreciation for the roles and unique contributions other professions add to patient care. Conclusion: Adding clinical pharmacology concepts to the curriculum improved students’ comfort with performing medication-related tasks, and the addition of interprofessional partners led to a new awareness and respect for the roles of other professions.",
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Discovering interprofessional competencies within a clinical pharmacology curriculum. / Karpa, Kelly; Lehman, Eric; Iskandarani, Khaled; Haidet, Paul.

In: Journal of Interprofessional Education and Practice, Vol. 12, 01.09.2018, p. 17-24.

Research output: Contribution to journalArticle

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